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Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
Images of successful listening
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Images of successful listening

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  • 1. Images of successful listening By Inga Jelkinienė Kaunas, 2010
  • 2. 2010.11.12I. Jelkinienė2 Content • Listening in general • Problems for students • The importance of pre- listening • While listening activities • Follow-up tasks • Other sources of listening • Sample activities • The results of a survey in our faculty
  • 3. 2010.11.12I. Jelkinienė3 Listening is like jogging
  • 4. 2010.11.12I. Jelkinienė4 Remind to take small steps at the beginning and increase difficulty
  • 5. 2010.11.12I. Jelkinienė5 Summary of J. Scrivener’s ideas on teaching and learning listening • effort put into listening and searching for an answer is crucial • process vs. product • listening to a piece more than once • the importance of task based approach • success-oriented tasks
  • 6. 2010.11.12I. Jelkinienė6 Listening Toughtoteach andlearn Practice often Frustrating for students N o rules A receptive skill Practice for short periods
  • 7. 2010.11.12I. Jelkinienė7 Problems for students • Unfamiliar context. • Unknown vocabulary. • Lack of time to process information, lack of concentration and anxiety about longer texts. • Too fast. Can’t distinguish separate words. • Can’t follow the rhythm. Not able to recognise sense groups, inferred message, mood or intonation. • Difficult accents. • Background noises.
  • 8. 2010.11.12I. Jelkinienė8 The importance of pre-listening • prepare students for listening • facilitate the listening process • accelerate the acquiring of the skill • help to to concentrate on listening if you have little interest in a topic or situation
  • 9. 2010.11.12I. Jelkinienė9 Types of pre-listening tasks • Setting the context • Generating interest • Acquiring knowledge • Activating vocabulary / language • Predicting content • Checking / understanding the listening tasks
  • 10. 2010.11.12I. Jelkinienė10 Pre- listening tasks in detail • Context • Activating vocabulary • Activating the knowledge • Interest • Who the speakers are? Where is the place? • Introduce unknown words, some activities • Help the unknown with spider graphs or brainstorm • Visuals • A story from teacher’s experience
  • 11. 2010.11.12I. Jelkinienė11 Visuals in detail • People remember more if their experience is multi-sensory • More learning styles can benefit
  • 12. 2010.11.12I. Jelkinienė12 The usage of visuals aimed at more learning styles for instance Fleming’s VAK (VARK) model 50-85% for visual learners
  • 13. 2010.11.12I. Jelkinienė13 It is also claimed that audio visuals account for 2o-30 %
  • 14. 2010.11.12I. Jelkinienė14 Visuals in detail • Pictures • Posters • Objects • Flashcards • Drawings on the board
  • 15. 2010.11.12I. Jelkinienė15 Visuals in detail •Maps
  • 16. 2010.11.12I. Jelkinienė16 Visuals in detail • Line graphs • Bar charts • Pie charts • Numbers
  • 17. 2010.11.12I. Jelkinienė17 and power point presentations
  • 18. 2010.11.12I. Jelkinienė18 Activating current knowledge • what do you know about…? • have the students brainstorm vocabulary related to the article's topic with spider graphs • true or false statements about any topic.
  • 19. 2010.11.12I. Jelkinienė19 Activating vocabulary It is important to activate vocabulary by: • Matching words to definitions • Synonym matching • Fill-in-the-blank • Vocabulary speculation • Vocabulary selection/sort
  • 20. 2010.11.12I. Jelkinienė20 While listening activities …done during or immediately after the time they are listening • allow them to read through it before listening; • keep writing to a minimum during listening; • from global to details; • use questions to focus students' attention; • use predicting to encourage students; • give immediate feedback whenever possible.
  • 21. 2010.11.12I. Jelkinienė21 Follow-up tasks 1. Give meaning to the whole listening 2. Students use new knowledge or vocabulary in a less controlled way. Examples: • Role Play • Discussion: “Have you ever experienced such a situation?” • Debate: "Do you agree/disagree?"
  • 22. 2010.11.12I. Jelkinienė22 Feedback and Correction The warm up and the feedback and correction stages are the bookends of an effective lesson! The following can be covered: • Correction • Review • Feedback and Motivation
  • 23. 2010.11.12I. Jelkinienė23 Are there any other sources for listening?
  • 24. 2010.11.12I. Jelkinienė24 Other ways to encourage listening Podcasts Podcasts help with the most up-to- date listening: • released episodically • can be downloaded easily for free • can be transferred into a portable device
  • 25. 2010.11.12I. Jelkinienė25 Interesting and useful material online 6 Minute English Learn and practise useful English language for everyday situations with the BBC. Your weekly instruction manual for saying or doing something in English is published every Friday. Each programme is six minutes long and contains examples and explanations to help you improve your knowledge of the English language across a wide range of topics. Updated: weekly Subscribe to this podcast and automatically receive the latest episodes. http://www.bbc.co.uk/podcasts/series/6min
  • 26. 2010.11.12I. Jelkinienė26 The example of a podcast • Media Blackout: 5 November 2010 • Fri, 5 Nov 10 • Duration: 7 mins • Dan and Alice talk about an experiment at Bournemouth University in England to see how students react if they don't use any media for 24 hours. The people who volunteered were asked to unplug their media devices, such as laptops, phones and TVs for a full day. Download 3MB (right click and save target as)
  • 27. 2010.11.12I. Jelkinienė27 Other ways to encourage listening Videos • beneficial • communicate cultural and 'non verbal' aspects Activities: • turning off sound and asking students to create the dialogue from a scene • getting one part of the class to watch and describe to the others then exchange • use a freeze frame technique – for prediction
  • 28. 2010.11.12I. Jelkinienė28 Other ways to encourage listening Songs English songs can be used for a wide variety of ESL learning and teaching activities: • Great for teaching listening (fill in the blanks etc.) • Start a discussion • Teach grammar • Compare accents • Teach new vocabulary
  • 29. 2010.11.12I. Jelkinienė29 Sample activities for attentive listening • Listening to a personal teacher’s story with visuals- pictures or slides • Listening to a story – students ask questions to the story • Chain Gang Stories -One student begins with any portion of a sentence, or full sentence. The next student repeats the prior sentence and adds to it • Dual dictation • Listen for lies
  • 30. 2010.11.12I. Jelkinienė30 Sample listening activity- what can a teacher make of it? An example how a teacher can employ various pre-listening and post listening activities Advertising Adventure; • Topic: health/appearance, • Level: pre-interemediate
  • 31. 2010.11.12I. Jelkinienė31 Advertising Adventure – Pre-Listening • Show visuals: photos of healthy-looking people; before-and-after photos. Before- and-after photos showing a hippopotamus and a spider. Photos of people doing exercise.
  • 32. 2010.11.12I. Jelkinienė32 Advertising Adventure – Pre-Listening A teacher could ask questions while showing pictures: • Have you seen photos of before and after? How do you feel about them? Do you believe all of the adds like that? What adjectives can we use for a hippo or a spider? Which way to loose weight is more effective and longer lasting?
  • 33. 2010.11.12I. Jelkinienė33 Advertising Adventure – Pre-Listening Adjectives can be presented in a spidergraph- brainstormed together with the students:
  • 34. 2010.11.12I. Jelkinienė34 Read over the ideas for adverts for a slimming product. Which one do you think is the best? Why? Which one is the most ridiculous? Be healthier and more confident with  with Adios slimming!!! Why are you still overweight? Advertising Adventure – Pre-Listening                                                                          Fat to Fit with PHEN 35 Get thin this summer
  • 35. 2010.11.12I. Jelkinienė35 Advertising Adventure While- listening Listening I • You are going to listen to two people discussing adverts for a slimming product Slimmer You. Listen once and answer this question: Which idea do they mention? • Listening II • Complete the sentences/questions with the words from listening. Then, listen again to check your answers. • 1. …the diet drink that comes in fabulous flavours. • 2. Market research shows that customers like photos of … • 3. So, is that why your “before”........... is of a hippopotamus? • 4. Look, Brian, you cannot use a photograph of a ....... • 5. Well, it’s a South American giant bird-eating ...... to be precise. • 6. If we did that, we’d get thousands of .........
  • 36. 2010.11.12I. Jelkinienė36 Advertising Adventure Follow- up Discussion • Have you seen any slimming ads recently? What images did they use? • What’s the funniest ad you’ve ever seen? Why was it funny? • If you had to create an ad for a slimming product, what images would it have?
  • 37. 2010.11.12I. Jelkinienė37 A short survey on listening
  • 38. 2010.11.12I. Jelkinienė38 Basic level students are positive about listening Do you like listening? read tasks very well 28,5 no; 4,8 when I'm good; 29,2 yes; 46,3
  • 39. 2010.11.12I. Jelkinienė39 Basic level students usually read questions Pre-listening read tasks very well 28,5 look at pictures; 19,5 read question s; 42,8 nothing; 9,5
  • 40. 2010.11.12I. Jelkinienė40 They are going to practice mostly in class and at home Where are you going to practice listening? everything ; 4,8 read tasks very well 28,5 in class/at home; 60,9 in my car; 24,3 in class; 7,3
  • 41. 2010.11.12I. Jelkinienė41 The teacher may ask a question after the first listening The teacher's own questions after the 1st listening? no; 38 yes, sometimes ; 59
  • 42. 2010.11.12I. Jelkinienė42 Teachers usually do not use visuals Visuals no; 60 yes, sometimes ; 40
  • 43. 2010.11.12I. Jelkinienė43 Basic level students would like them to be used Visuals more often no; 23,8 yes; 76,1
  • 44. 2010.11.12I. Jelkinienė44 It is easier for them to watch videos and to listen Is it easier to listen while watching? no; 15 yes; 85
  • 45. 2010.11.12I. Jelkinienė45 The results of a short survey in our faculty A survey among basic and the second level students.There are some general trends obvious: BASIC LEVEL: • The teacher most likely will repeat the item for students; • Ss like listening and especially when they are good at it; • Ss improve their listening skills after listening in class/at home and on the Internet- never in a car; • teachers usually ask questions after the first listening and only sometimes give feedback; sometimes use visuals • they watch videos and they like listening while watching them. • fill- ins and questions are the most difficult tasks for them
  • 46. 2010.11.12I. Jelkinienė46 The results of a short survey in our faculty THE SECOND LEVEL: No great differences could be noticed between basic and second level. • a few more people do not like listening tasks; • fewer people will rely on the Internet for further practice • easier to listen and write at the same time • teachers do not often use visuals • they less often watch videos • filling- in exercises seem to be the most difficult for them.
  • 47. 2010.11.12I. Jelkinienė47 To sum up • creating an environment, which encourages listening; • positive interaction, actively listening to all students and responding in an open and appropriate manner; • various possibilities to listen.
  • 48. Any questions?

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